AP /ECE English Literature and Composition Course Description My philosophy for this course is that we learn about writing through the lens of literature. Writing is an exploratory vehicle for thinking, and, therefore, re-vision becomes an integral part of this course. Many classes will function as a workshop; students’ questions and writing will be the center of conversation. My job is to make my students better critical thinkers and writers as they read literature. We will use essential questions to focus each quarter, but our real job will be to transgress history, culture and social aspects of rhetoric and style to the value of literature in our own lives. Our goal is to produce a portfolio of writing that reflects growth as a writer through the act of reading. Individual conference time is essential for this growth to take place. Hard work, “re-vision,” careful reading, and articulate discussion is all expected on a daily basis. Please review the Course Description at http://apcentral.collegeboard.com/article/0,3045,151-165-0-2124,00.html. Please download and familiarize yourself with Freshman English 111 at UConn by going to the UConn ECE website http://web2.uconn.edu/freshmanenglish/ and http://ece.uconn.edu/courses/subj/eng.php . You will need to print and sign a UConn Plagiarism document and hand it in to me in September. Course Goals
To inquire, question and interact with literature.
To understand the way writers use language to provide meaning and pleasure.
To consider a work’s structure, style, and themes as well as such smaller scale elements as the use of figurative language, imagery, symbolism, and tone.
To study representative works from various genres and periods (from the 16th -21th century).
To understand a work’s complexity, to absorb richness of meaning, and to analyze how meaning is embodied in literary form.
To consider the social, cultural and historical values a work reflects.
To write focusing on critical analysis of literature including expository, analytical, and argumentative essays as well as creative writing to sharpen understanding of writers’ accomplishments and deepen appreciation of literary artistry.
To become aware through speaking, listening, reading and writing of the resources of language: connotation, metaphor, irony, syntax, tone, etc.
Readingand Writing Assignments Reading: Time management and active reading skills are essential. We read at a very fast pace, but we also read for details. Students must plan to read approximately 4-5 hours per week. Writing: We write critically, analytically, creatively and reflectively. Students always have a writing assignment that they are working on in conjunction to the literature we are reading. Often, I provide supplemental readings to enrich students understanding of the text. These may be poems, non-fiction, literary theory, timely articles from New Yorker, Atlantic, Harper’s, and Time. Writing Assignments – Critical and Analytical “Boot Camp” paves the way to analysis for the year. We practice short analytic essays by introducing alternative ways to approach short stories through academic inquiry. The basis is point of view, characterization, symbols, tone, structure, style, theme, and cultural, social and historical significance. Once we have perfected these skills, we move into longer assignments. Two longer essays allow students to research and explore Literary Theory and Philosophy to learn how to approach literature through these lenses of interpretation. Shorter argumentative essays are written throughout the year based on close textual analysis. Workshops will be used to peer conference rough drafts, and students will be required to work in groups to establish criteria for writing assignments. Writing Assignments – Creative and Reflective Creative assignments often adopt the style and rhetoric of the literature we are studying. Students are expected to understand technique and audience. Poetry writing helps us to condense thoughts and feelings of writers into our own. Journal writing is often a reflection of class time or a place to explore new thoughts for discussion and analysis. In Class Writing, Quizzes and Exams In class writing often reflects questions about our reading. “Listening with a Pen” during discussions is a way to revisit discussion at a later time and reflect on it. Reflection is a major component to learning, so each quarter students assess their writing, reading, participation and preparation skills. Reading Quizzes award time management skills. If I feel we have a few stragglers, I will prepare a short quiz based on interpretation and connection to the text. Practice AP exams will be scattered throughout the course. Students are often responsible for writing their own multiple choice questions from the text we are reading. The mid-term exam is AP-based. We will discuss and reflect on our strengths and weaknesses after each encounter. Grading During the first two quarters, I allow students to re-write essays as many times as they like. I want students to be successful and gain skills. In the last two quarters, I like students to commit to self-improvement through reflection. Therefore, if students re-write an essay, it must be turned in with a letter addressing the issues that they have overcome by re-writing and an explanation as to why I should accept another final copy. An “A” reflects commitment and ability to reflect on learning process. Essays show depth of inquiry, thought and originality. Class time reflects effort and integrity. Attendance in class and commitment to rigor is demonstrated here.
Grading Scale 100-90 A 89-80 B79-70 C69-60 D59-0 FRequired Texts and Materials In the AP Literature and Composition course, the student should consider purchasing their own copies of novels and plays. We have multiple copies of most of the titles on the list, but annotating school property is frowned on, and I like annotating. Some of the books are also available through Questiaschool.com. Preliminary list of novels, drama, anthologies, and texts: Literature and Its Writers Fifth Edition compiled by Ann and Samuel Charters, Bedford/St. Martin's, 2010 Rewriting by Joseph Harris, Utah State Univ. Press, Logan, Utah, 2006 The Imaginative Argument by Frank Cioffi,PrincetonUniv. Press,Princeton,NJ, 2005. Frankenstein by Mary Shelley The Tragedy of Hamlet, Prince of Denmark by William Shakespeare Crime and Punishment by Fyodor Dostoevsky Oedipus Trilogy Sophocles Man’s Search for Meaning by Viktor Frankel Rosencrantz and Guildenstern are Dead by Tom Stoppard The Road by Cormac McCarthy Sophie's World by Jostein Gaarder Beowulf ed. By Seamus Heaney Grendel by John Gardner Other selected and choice books available through the English Dept. Course Syllabus Readingand Writing Schedule The first quarter centers around non-fiction essays and short stories that force students to reexamine their education and place a value on future learning. We use Imaginative Argument and Literature and Its Writers. Every student must purchase a copy of Rewriting by Joseph Harris. This is an invaluable resource for this class and for college. This introduction is well known as “Writing Boot Camp.” For several weeks, students will be required to write an essay a night. We will also by writing a personal essay that may double as a college essay that explores students’ unique history and philosophy. Literary Theory will be introduced with Metamophosis by Franz Kafka., The Primary question is Who Am I? The Search for Identity and Truth. The second quarter is centered on Frankenstein by Mary Shelley, Oedipus by Sophocles and Hamlet and Rosencrantz and Guildenstern are Dead by Tom Stoppard .Two major essays will be completed in this time frame using literary theory to grapple with literature and drama. Independent novels include Waiting for Godot by Samuel Becket and Death of a Salesman by Arthur Miller Primary question is What is Truth? The Search for Meaning and Connection. The third quarter, we study Russian literature and philosophy. Crime and Punishment by Fyodor Dostoevsky which is used to shape our lens of perspective.. One major essay will be due this quarter (8-10pages). Short stories by Gogol and Independent readings include Man’s Search for Meaning by Viktor Frankl and The Road by Cormac McCarthy The primary question is How do we make moral choices? The nature of good and evil. The last quarter is a quick review for the AP test and then on to “Live Poet’s Society,” an adaptation from Tim Averill (AP College Board) which is an opportunity to share and explore contemporary and historic poets. The last major project is a reflective, exploratory essay that answers the essential questions in the course and applies them to literature through the lens of poetry. We also have a last presentation “What is the Good Life?” The last and final essential question: What is the nature of “the good” life? Finding purpose. Summer Reading: Essential Course Question – Why does literature matter? How to Read Literature Like a Professor by Thomas Foster 2 other books from the list on my wiki (these choices were listed on the AP Exam Q3 this year). Students will use the knowledge that gained from Foster to interpret and “mess around” with once choice book. Second choice book, students will read and keep a list of questions that occur to them as they read. Always the students ask, “How many?” A good reader will make connections, research, inquire. Show me what you can do.
Course Description
My philosophy for this course is that we learn about writing through the lens of literature. Writing is an exploratory vehicle for thinking, and, therefore, re-vision becomes an integral part of this course. Many classes will function as a workshop; students’ questions and writing will be the center of conversation. My job is to make my students better critical thinkers and writers as they read literature. We will use essential questions to focus each quarter, but our real job will be to transgress history, culture and social aspects of rhetoric and style to the value of literature in our own lives.
Our goal is to produce a portfolio of writing that reflects growth as a writer through the act of reading. Individual conference time is essential for this growth to take place. Hard work, “re-vision,” careful reading, and articulate discussion is all expected on a daily basis.
Please review the Course Description at http://apcentral.collegeboard.com/article/0,3045,151-165-0-2124,00.html.
Please download and familiarize yourself with Freshman English 111 at UConn by going to the UConn ECE website http://web2.uconn.edu/freshmanenglish/ and http://ece.uconn.edu/courses/subj/eng.php . You will need to print and sign a UConn Plagiarism document and hand it in to me in September.
Course Goals
- To inquire, question and interact with literature.
- To understand the way writers use language to provide meaning and pleasure.
- To consider a work’s structure, style, and themes as well as such smaller scale elements as the use of figurative language, imagery, symbolism, and tone.
- To study representative works from various genres and periods (from the 16th -21th century).
- To understand a work’s complexity, to absorb richness of meaning, and to analyze how meaning is embodied in literary form.
- To consider the social, cultural and historical values a work reflects.
- To write focusing on critical analysis of literature including expository, analytical, and argumentative essays as well as creative writing to sharpen understanding of writers’ accomplishments and deepen appreciation of literary artistry.
- To become aware through speaking, listening, reading and writing of the resources of language: connotation, metaphor, irony, syntax, tone, etc.
Reading and Writing AssignmentsReading:
Time management and active reading skills are essential. We read at a very fast pace, but we also read for details. Students must plan to read approximately 4-5 hours per week.
Writing:
We write critically, analytically, creatively and reflectively. Students always have a writing assignment that they are working on in conjunction to the literature we are reading. Often, I provide supplemental readings to enrich students understanding of the text. These may be poems, non-fiction, literary theory, timely articles from New Yorker, Atlantic, Harper’s, and Time.
Writing Assignments – Critical and Analytical
“Boot Camp” paves the way to analysis for the year. We practice short analytic essays by introducing alternative ways to approach short stories through academic inquiry. The basis is point of view, characterization, symbols, tone, structure, style, theme, and cultural, social and historical significance. Once we have perfected these skills, we move into longer assignments. Two longer essays allow students to research and explore Literary Theory and Philosophy to learn how to approach literature through these lenses of interpretation. Shorter argumentative essays are written throughout the year based on close textual analysis. Workshops will be used to peer conference rough drafts, and students will be required to work in groups to establish criteria for writing assignments.
Writing Assignments – Creative and Reflective
Creative assignments often adopt the style and rhetoric of the literature we are studying. Students are expected to understand technique and audience. Poetry writing helps us to condense thoughts and feelings of writers into our own. Journal writing is often a reflection of class time or a place to explore new thoughts for discussion and analysis.
In Class Writing, Quizzes and Exams
In class writing often reflects questions about our reading. “Listening with a Pen” during discussions is a way to revisit discussion at a later time and reflect on it. Reflection is a major component to learning, so each quarter students assess their writing, reading, participation and preparation skills.
Reading Quizzes award time management skills. If I feel we have a few stragglers, I will prepare a short quiz based on interpretation and connection to the text.
Practice AP exams will be scattered throughout the course. Students are often responsible for writing their own multiple choice questions from the text we are reading. The mid-term exam is AP-based. We will discuss and reflect on our strengths and weaknesses after each encounter.
Grading
During the first two quarters, I allow students to re-write essays as many times as they like. I want students to be successful and gain skills. In the last two quarters, I like students to commit to self-improvement through reflection. Therefore, if students re-write an essay, it must be turned in with a letter addressing the issues that they have overcome by re-writing and an explanation as to why I should accept another final copy.
An “A” reflects commitment and ability to reflect on learning process. Essays show depth of inquiry, thought and originality. Class time reflects effort and integrity. Attendance in class and commitment to rigor is demonstrated here.
Grading Scale
100-90 A
89-80 B79-70 C69-60 D59-0 FRequired Texts and Materials
In the AP Literature and Composition course, the student should consider purchasing their own copies of novels and plays. We have multiple copies of most of the titles on the list, but annotating school property is frowned on, and I like annotating. Some of the books are also available through Questiaschool.com.
Preliminary list of novels, drama, anthologies, and texts:
Literature and Its Writers Fifth Edition compiled by Ann and Samuel Charters, Bedford/St. Martin's, 2010
Rewriting by Joseph Harris, Utah State Univ. Press, Logan, Utah, 2006
The Imaginative Argument by Frank Cioffi,PrincetonUniv. Press,Princeton,NJ, 2005.
Frankenstein by Mary Shelley
The Tragedy of Hamlet, Prince of Denmark by William Shakespeare
Crime and Punishment by Fyodor Dostoevsky
Oedipus Trilogy Sophocles
Man’s Search for Meaning by Viktor Frankel
Rosencrantz and Guildenstern are Dead by Tom Stoppard
The Road by Cormac McCarthy
Sophie's World by Jostein Gaarder
Beowulf ed. By Seamus Heaney
Grendel by John Gardner
Other selected and choice books available through the English Dept.
Course Syllabus
Reading and Writing Schedule
The first quarter centers around non-fiction essays and short stories that force students to reexamine their education and place a value on future learning. We use Imaginative Argument and Literature and Its Writers. Every student must purchase a copy of Rewriting by Joseph Harris. This is an invaluable resource for this class and for college. This introduction is well known as “Writing Boot Camp.” For several weeks, students will be required to write an essay a night. We will also by writing a personal essay that may double as a college essay that explores students’ unique history and philosophy. Literary Theory will be introduced with Metamophosis by Franz Kafka.,
The Primary question is Who Am I? The Search for Identity and Truth.
The second quarter is centered on Frankenstein by Mary Shelley, Oedipus by Sophocles and Hamlet and Rosencrantz and Guildenstern are Dead by Tom Stoppard .Two major essays will be completed in this time frame using literary theory to grapple with literature and drama. Independent novels include Waiting for Godot by Samuel Becket and Death of a Salesman by Arthur Miller
Primary question is What is Truth? The Search for Meaning and Connection.
The third quarter, we study Russian literature and philosophy. Crime and Punishment by Fyodor Dostoevsky which is used to shape our lens of perspective.. One major essay will be due this quarter (8-10pages). Short stories by Gogol and
Independent readings include Man’s Search for Meaning by Viktor Frankl and The Road by Cormac McCarthy
The primary question is How do we make moral choices? The nature of good and evil.
The last quarter is a quick review for the AP test and then on to “Live Poet’s Society,” an adaptation from Tim Averill (AP College Board) which is an opportunity to share and explore contemporary and historic poets. The last major project is a reflective, exploratory essay that answers the essential questions in the course and applies them to literature through the lens of poetry. We also have a last presentation “What is the Good Life?”
The last and final essential question: What is the nature of “the good” life? Finding purpose.
Summer Reading: Essential Course Question – Why does literature matter?
How to Read Literature Like a Professor by Thomas Foster
2 other books from the list on my wiki (these choices were listed on the AP Exam Q3 this year).
Students will use the knowledge that gained from Foster to interpret and “mess around” with once choice book.
Second choice book, students will read and keep a list of questions that occur to them as they read. Always the students ask, “How many?” A good reader will make connections, research, inquire. Show me what you can do.
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